Involving parents in early childhood research as reliable assessors

ABSTRACT

This paper reports findings in relation to one aspect of the ‘I Go to School’ research project carried out in South Australia which tracked children attending integrated pre-school/childcare centres as they made their transition to school. Eight centres participated in the study involving 347 children. In order to measure some of the outcomes of the children’s participation in integrated early childhood programmes, parents and teachers completed questionnaires regarding some aspects of the children’s cognitive and social development in the year the children turned four and then again in the term they started school at age five. The researchers were thus able to ascertain some of the changes that had occurred in the children’s development during their participation in early childhood programmes. This paper reports on the comparison between parent and teacher judgements of particular aspects of the four-year-old children’s cognitive development at one point in time. The analysis presented here compares the teacher and parent/carer judgements from a subsection of the Child Development Inventory). This comparison led to the conclusion that parent ratings of particular aspects of their four-year-old children’s cognitive development were reliable and relatively consistent when compared with those of teachers.

KEYWORDS:

• Parents
• cognitive development
• research processes
• assessors
• transitions

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by Channel 7 Children's Research Foundation [grant number 11429].